Assessment Workbook for CHC30113 Early Childhood Education

This document presents an assessment workbook for the CHC30113 Certificate III in Early Childhood Education and Care. The workbook covers various aspects of early childhood education and care, including holistic child development, supporting play and learning, using information about children to inform practice, and developing positive and respectful relationships with children. It includes knowledge assessments, case studies, and a project focusing on observing, gathering, and analyzing information about children. The workbook also outlines the principles of competency-based assessment, the dimensions of competency, and the units of competency covered (CHCECE010, CHCECE013, CHCECE006, and CHCECE007). The assessment emphasizes practical application of knowledge, requiring candidates to demonstrate their ability to support children's development, gather and use information, and create positive learning environments. The document includes instructions, assessment requirements, and a checklist to guide the assessment process. This resource is ideal for students seeking to understand and complete the assessment requirements for the CHC30113 qualification.

CHC30113 Certificate III in
Early Childhood Education
and Care
Play and Development
V3.1 Produced 18 July 2016
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources

Date Summary of modifications made Versio
n
30/08/24 Version 1 final produced following
assessment validation.
V1.0
30/08/24 Amendments made to Part E, Question 3
regarding the wording
V1.1
27 October
2014
Amendments made to Part E, Question 3
regarding the wording
V1.2
17 November
2014
Changes made throughout document V2.0
30/08/24 Significant Changes made to document
following validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1
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1. TABLE OF CONTENTS
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1.TABLE OF CONTENTS...............................................................3
2.INSTRUCTIONS........................................................................5
3.WHAT IS COMPETENCY BASED ASSESSMENT................................5
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING .................................................................................7
The principles of assessment ..................................................................................... 7
5.THE DIMENSIONS OF COMPETENCY ...........................................9
6.THE UNIT OF COMPETENCY ....................................................10
CHCECE010 Support the holistic development of children in early childhood........10
CHCECE013 Use information about children to inform practice ............................12
CHCECE006 Support behaviour of children and young people...............................13
CHCECE007 Develop positive and respectful relationships with children..............15
7.ASSESSMENT REQUIREMENTS.................................................17
8.REASONABLE ADJUSTMENT.....................................................17
9.ASSESSMENT METHODS ........................................................19
10.PRESENTATION....................................................................20
11.ASSESSMENT WORKBOOK COVERSHEET.................................21
12.KNOWLEDGE ASSESSMENT...................................................23
13.PART A – HOLISTIC DEVELOPMENT.......................................23
14.PART B – SUPPORT PLAY AND LEARNING...............................38
15.PART C – USE INFORMATION ABOUT CHILDREN ....................40
16.PART D – RESPECTFUL AND POSITIVE WITH CHILDREN............43
17.PART E – SUPPORT BEHAVIOUR ...........................................47
18.CASE STUDY A – HOLISTIC DEVELOPMENT.............................57
19.CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL
RELATIONSHIPS WITH CHILDREN................................................59
20.CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR.......62
21.PROJECT – OBSERVING, GATHERING AND ANALYSING
INFORMATION..........................................................................68
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WORKBOOK CHECKLIST............................................................77
22.FEEDBACK..........................................................................78
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2. INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These
questions are all in a short answer format. The longer questions requiring the
application of concepts are covered in the other assessments. You must
answer all questions using your own words. However you may reference
your learner guide, and other online or hard copy resources to complete this
assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team.
3. WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is seen
to be ineffectual unless it assists a person to perform a task to the
level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.
Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.
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4. THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
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o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
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When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
5. THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills
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6. THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential advice for
assessment of the unit of competency in the form of the assessment criteria.
The assessments in this workbook cover four units of competency below:
CHCECE010 Support the holistic development of children in early
childhood
 Support physical development
 Support social development
 Support emotional development
 Support cognitive development
 Support communication development
 Create an environment for holistic learning and development
Application
This unit describes the skills and knowledge to support and recognise the
interrelationship between the physical, social, emotional, cognitive and
communication development of children from birth to 6 years of age.
This unit applies to educators working in a range of early childhood education and
care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated evidence
that the candidate has completed the following tasks at least once:
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supported the development of children in at least three different
situations/activities (including different age groups and abilities), including:
interacting with children to holistically support development and learning appropriate
to the child’s abilities and age
providing a variety of experiences and environments to support the different areas of
children’s development (including a combination of physical, creative, social,
emotional , language and cognitive)
performed the activities outlined in the performance criteria of this unit during a
period of at least 120 hours of work in at least one regulated education and care
service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this unit,
manage the task and manage contingencies in the context of the work role. These
include knowledge of:
code of ethics
United Nations Convention on the Rights of the Child
how to access:
the National Quality Framework
the National Quality Standards
the relevant approved learning framework
and how to navigate through framework and standards documents to find areas
relevant to this unit of competency
introductory-level child development for children, including:
early brain development
importance of the early years for subsequent educational success
foundational knowledge of developmental theory
aspects of poor early childhood development, such as:
poor diet
lack of play
limited stimulation of brain development
lack of materials and resources
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inconsistent or non-existent emotional support or comfort
trauma
other life experiences which interrupt appropriate childhood activities, and their
potential long-term harmful impacts
biological and environmental influences on development
symbol systems including letters, numbers, time, money and musical notation.
CHCECE013 Use information about children to inform practice
 Gather information about the child through observation
 Gather information about the child from secondary sources
 Record observations appropriately
 Use observations and information collected to contribute to program planning
This unit describes the skills and knowledge required to gather information about
children through observation and other sources as a basis to inform program-
planning cycles and to share with children and their families.
This unit applies to educators working in a range of education and care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated evidence
that the candidate has completed the following tasks:
observed, documented and analysed information regarding at least three children
of varying ages, including:
gathering and recording information using:
observations
questioning
discussion with families
anecdotal information
learning stories
jottings
digital images
samples of children’s work
analysing observations of the children’s behaviour, including:
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